Department of Curriculum and Instruction

ECE 320. Early Childhood Curriculum and Teaching. 3 Hours.

Provides basic knowledge of early childhood curriculum for programs serving preschool children in a variety of settings. Emphasizes the relationship of child growth and development in the planning and implementation of all areas of curriculum. Whole program overview. Extensive field experience required. Admission to TEP required.

ECE 331. Creative Learning Expression: Young Child. 1 Hour.

Planning and implementation of activities in art, music, movement, and play considering growth patterns of individual child. Emphasis on preserving and maintaining creative expressions. Laboratory experiences. Extensive field experience required.

ECE 332. Literature for the Young Child. 3 Hours.

Literature suitable for young children (birth–age 8). Reading aloud, storytelling, and other planned experiences. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C] and EEC 300 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C]

ECE 347. Language Experiences for the Young Child. 3 Hours.

Emphasizes the learning processes in language arts and effective teaching strategies for children birth to age five with particular focus on infants and toddlers. Open Access.

ECE 390. Practicum in Early Childhood Education. 1-6 Hour.

Supervised teaching in an early childhood program serving children ages birth to five. Assignments include participation, observation, planning and implementing lessons.
Prerequisites: ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]

ECE 410. Organize Programs: Young Children. 3 Hours.

Trends, practices, and research in administration, organization, evaluation, and design of early childhood programs. Main focus NAEYC Accreditation. Field experience required.

ECE 445. Young Children: Math/Science/Social Studies. 3 Hours.

Provides for development of concepts required for teaching mathematics, science, and social studies to young children. Emphasizes child growth and development as a basic for planning and teaching the three curricular areas in a variety of programs. Includes teaching methods and use of technology. Extensive field experience required. Admission to TEP required.

ECE 446. Communication Arts/Reading: Young Child. 3 Hours.

Nature of reading and language arts experiences for pre-school children. Technology, materials, experiences, programs, strategies to facilitate development of communication abilities with emphasis on preserving and maintaining creative expression. Integration of learning in areas of listening, speaking, reading, composition, literature, handwriting, spelling and other communication arts. Extensive field experience required.
Prerequisites: ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]

ECE 448. Infant/Toddler Development. 3 Hours.

The course covers the social-emotional, physical, cognitive, language, and creative development of infants and toddlers and the corresponding appropriate curriculum materials to support development. Extensive field experience required. Open access.

ECE 449. Education Environment: Infant/Parent. 3 Hours.

This course provides an overview of infant and toddler parenting programs. Topics include parent as child's first teacher, teacher as parent educator, organization and management strategies for parent/child educational programming, parent involvement, and family literacy. Extensive field experience required. Open access.
Prerequisites: ECE 448 [Min Grade: C]

ECE 460. Current Topics in Early Childhood Education Assessment. 3 Hours.

In depth experiences in evaluating growth and development of children. Techniques for assessing needs, motivations, self-concept and achievements of children. Extensive field experience required. Admission to TEP required.
Prerequisites: TEP 0

ECE 490. Student Teaching in Early Childhood Education I. 11 Hours.

Supervised teaching in early childhood program (grades P–3). Admission to TEP required.
Prerequisites: (ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]) and ECE 445 [Min Grade: C] and ECE 446 [Min Grade: C] and ECE 460 [Min Grade: C]

ECE 491. Student Teaching in Early Childhood Education II. 3-9 Hours.

Supervised teaching in early childhood program (grades P–3). Admission to TEP required. All program courses must be complete.

ECE 492. Family Engagement and Home Visitation Curriculum Projects. 3 Hours.

Field projects in family engagement and home visitation with parents and children ages 0-5.

ECE 494. Field Work in Early Childhood Education. 2 Hours.

Observation and teaching experiences with children. Admission to TEP required.

ECY 200. Disability in Society. 3 Hours.

Discussion of the experience of disability in society; historical events, major pieces of legislation, social movements, and other contemporary issues addressed from multiple perspectives, including local community-based learning opportunities. Fosters development of inclusive and accessible workplaces and communities. This course meets Blazer Core Curriculum City as a Classroom with flags in Justice and Civic Engagement.

ECY 300. Survey of Special Education. 3 Hours.

Characteristic and needs of children and youth with exceptionalities. Special education law and policy, characteristics of children and youth with disabilities and their families, and critical issues in the field of special education. This course fulfills requirements for Ethics and Civil Responsibility (ECR).
Prerequisites: EDU 200 [Min Grade: C](Can be taken Concurrently)

EDR 421. Reading in Content Areas. 1 Hour.

Application of principles of the reading process to content-area materials and instruction. Designed for pre-service teachers. Requires concurrent enrollment in a teaching methods field experience. Supervision fee required.

EDR 440. Developmental Reading I. 3 Hours.

Materials and methods for teaching reading. Emphasis on planning a balanced reading program and understanding the reading process. Extensive field experience required.

EDR 441. Literature for Adolescents. 3 Hours.

In this course, students will explore literary works crafted for and centered on adolescents, with a focus on narratives that represent the rich diversity of human experiences. This course invites students to engage with stories and perspectives from a wide range of backgrounds, including but not limited to those of Black, Indigenous, people of color, and individuals with varying abilities. Emphasis will be placed on exploring and understanding the unique cultural and personal contexts embedded in multicultural literature for adolescents. Additionally, students will be invited to critically explore, examine, and reflect upon their own identities, perspectives, and worldviews in the context of the narratives encountered throughout the course.

EDR 442. Reading in Content Areas. 3 Hours.

Designed for secondary preservice teachers, this course provides knowledge, tools, and strategies for designing and implementing literacy instruction within and across content areas. Emphasis is placed on cultivating students’ existing literacies while developing discipline-specific literacy skills. Through readings, discussions, and the creation of multimodal learning products, candidates will explore and apply literacy methods and strategies, synthesize new learning with prior knowledge, and assess their professional growth. The course culminates in a three-lesson learning segment integrating content-area and discipline-specific literacy instruction.

EDR 443. Developmental Reading II. 3 Hours.

Application of principles of the reading process to content-area materials and instruction. Designed for elementary and middle school preservice teachers. Extensive field experience required.
Prerequisites: EDR 440 [Min Grade: C]

EEC 300. Child Development/Family Relationships. 3 Hours.

Interrelationship of physical, emotional, intellectual, and social development, and influence of home, school, and social environments on human growth from conception through adolescent years. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C]

EEC 301. Introduction to P-6 Education. 3 Hours.

Basic knowledge of early childhood and elementary school curricula in variety of settings from infancy programs through elementary school. Theories and practical approaches to teaching and to curriculum development; relationship between child growth and development and areas of curriculum. Observation in early childhood and elementary programs required. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C] and EEC 300 [Min Grade: C]

EEC 302. Expressive Arts (P-6). 1 Hour.

Creativity through numerous experiences in music, theatre, dance, and visual arts. Experiences correlate with literacy skills, critical thinking skills, symbols, and images that can be directly applied to both teacher-centered and child-centered methods of teaching. Extensive field experience required.

EEC 310. Algebraic Reasoning in P-6 Education. 3 Hours.

This course is designed to deepen your mathematics content knowledge, empowering you to teach a rich K–8 mathematics curriculum aligned with the National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for Mathematics and the Alabama Numeracy Act, including the Alabama State Course of Study: Mathematics. Drawing curricular inspiration from the Greater Birmingham Mathematics Partnership—a collaboration between UAB’s School of Education, the Mathematics Education Collaborative (MEC), and local school systems—the course emphasizes developing your conceptual understanding, problem-solving skills, and mathematical reasoning. The primary goal of this course is for you to become a mathematically powerful learner and a competent, confident problem solver. You will engage with mathematics deeply, exploring multiple approaches to demonstrate an understanding with algebraic and geometric reasoning while focusing on understanding concepts, not just achieving correct answers. While pedagogy will be introduced to highlight connections between mathematical content and classroom applications, the emphasis remains on your development as a mathematician. It is important to note that each of four courses (EEC 310, EEC 311, EEC 402, and EEC 412) will focus on pedagogy and mathematics content; however, the emphases on these two important strands will differ depending upon the course.
Prerequisites: MA 105 [Min Grade: C] or MA 110 [Min Grade: C] or MA 106 [Min Grade: C]

EEC 311. Numerical Reasoning in P-6 Education. 3 Hours.

This inquiry-based course is designed to deepen mathematics content knowledge, empowering candidates to teach a rich K–8 mathematics curriculum aligned with the National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for Mathematics and the Alabama Numeracy Act, including the Alabama State Course of Study: Mathematics. The course emphasizes development of conceptual understanding, problem-solving skills, and mathematical reasoning. Candidates will engage with mathematics deeply, explore multiple approaches to demonstrate understanding of operations on and properties of real numbers (e.g., integers, decimals, rational and irrational numbers), while focusing on understanding concepts. Pedagogy will be introduced to highlight connections between mathematical content and classroom applications.
Prerequisites: EEC 310 [Min Grade: C] and EDU 200 [Min Grade: C] and EEC 300 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C]

EEC 402. Primary Math Methods. 3 Hours.

A math methods course focusing on emergent mathematical concepts for young children. Extensive field experience required. Admission to TEP required.

EEC 405. Children's Literature in Early Childhood and Elementary Education. 3 Hours.

Materials and methods. Needs of children, selection of books, societal issues in children's literature, and role of media in children's literature. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C] and EEC 300 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C]

EEC 406. Language Arts in Early Childhood and Elementary Education. 3 Hours.

Materials and methods. Communication-based approach in developing effective language arts program. All aspects of language arts program addressed. Extensive field experience required.

EEC 412. Math in Early Childhood and Elementary Education. 3 Hours.

Materials and methods. Scope, sequence, and content of mathematics program. Computational skills and problem solving. Extensive field experience required. Admission to TEP required.

EEC 413. Science in Early Childhood and Elementary Education. 3 Hours.

Materials and methods. Scope, sequence, and content of science program. Inquiry, science process skills, and concept development. Extensive field experience required. Admission to TEP required.

EEC 414. Social Studies in Early Childhood and Elementary Education. 3 Hours.

Materials and methods. Scope, sequence, and content of social studies curriculum. Teaching strategies, program articulation, and instructional planning. Extensive field experience required. Admission to TEP required.

EEC 415. Learning Environments through Positive Behavior Support. 3 Hours.

Theoretical approaches that focus on child centered curriculum, classroom management, discipline strategies and cultural, linguistic, and developmentally appropriate instruction. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C] and EEC 300 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C]

EEC 421. Methods of Teaching Foundations of Reading Development. 3 Hours.

This 3-hour foundations of reading methods course will prepare educators with content knowledge of scientific and evidence-based foundations of the cognitive, linguistic, socio-cultural, and motivational influences for early language and literacy development. The course presents scientifically proven instructional methods, strategies, techniques, and materials, with focused considerations for brain processes of reading, that are needed to successfully teach reading to P-6 students. Specific topics will include the teaching oral language development (expressive and receptive), concepts about print, early orthography, and beginning reading skills (phonemic awareness, alphabet knowledge, high frequency words, phonics, decoding, and encoding/spelling). Extensive field experience required. Admission to TEP required.

EEC 422. Methods of Teaching the Development of Reading Comprehension. 3 Hours.

This three-hour course will prepare educators to teach foundations of reading development using evidence-based instructional practices. Specific topics include promoting academic language development, including vocabulary development; promoting comprehension and analysis of literacy and informational texts; and developing the reading-writing connection. Extensive field experience required. Admission to TEP required.

EEC 423. Methods of Reading Assessment, Instruction, & Intervention. 3 Hours.

This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through high school. The focus of the course includes the knowledge and skills needed to choose and administer appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design, and understanding struggling readers, including those with reading disabilities. Instruction will be delivered within a context of an ecological, collaborative, problem solving model. Students will be guided to apply both formal and informal assessment in a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating multi-tiered systems of support (MTSS) for increasing reading achievement among all students. Extensive field experience required. Admission to TEP required.
Prerequisites: EDU 200 [Min Grade: C] and EEC 300 [Min Grade: C] and EDF 362 [Min Grade: C] and EPR 363 [Min Grade: C]

EEC 440. Advanced Workshop in Education: Methods to Support English Learners. 3 Hours.

Strengthen proficiency in teaching English learners in the mainstream classroom. Develop understanding of second language acquisition, culturally responsive teaching, accommodations for varying language levels, and appropriate assessments for English learners. Practice family planning, implementing, and managing sheltered instructions. Extensive field experience required. Admission to TEP required.

EEC 490. Internship in P-3/3-6. 11 Hours.

Supervised capstone teaching experience in elementary (K–6) program. Gradual assumption of responsibility for planning and teaching for the entire class. Supervision in working with resource professionals and parents. Admission to TEP required. All program courses must be completed prior to registration for this course.

EEC 491. Internship Seminar in Education. 1 Hour.

Supports and extends efforts of student teaching. Problem solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during internship. Admission to TEP required. All program courses must be completed prior to registration.

EEC 494. Field Work Education. 2 Hours.

Observation and teaching experiences with children. Admission to TEP required.

EHS 125. Step 1: Inquiry Approaches to Teaching. 1 Hour.

This Step 1 allows students to explore teaching as a career. Following an introduction to the theory and practice behind excellent inquiry-based science and mathematics instruction, students teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation. The goal of Step 1 is to have students explore the possibility of teaching in science, mathematics, or computer science. Students teach science or mathematics lessons in local elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum.

EHS 126. Step 2: Inquiry Based Lesson Designs. 1 Hour.

In Step 2, students continue developing the lesson planning skills learned in EHS 125: Step 1. After observing a lesson being taught in a local school district classroom, students plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders. Middle school science or mathematics classrooms are selected both for the diversity of the student body and the quality of the classroom teachers, who serve as mentors for the Step 2 students assigned to them.
Prerequisites: EHS 125 [Min Grade: C]

EHS 325. Knowing and Learning in Mathematics and Science. 3 Hours.

Knowing and Learning in Mathematics and Science is the first in a sequence of three, 3- credit teaching methods courses in the UABTeach program. Knowing and Learning in Mathematics and Science is more than simply a general survey of theories in the STEM fields, its goal being for students to construct a model of knowing and learning that will guide their future classroom practice. Students begin by considering what standards for knowing are to be used, how knowing and learning are structured, and how what is known changes and develops. Ultimately, students must think about the tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C](Can be taken Concurrently)

EHS 326. Classroom Interactions. 3 Hours.

Classroom Interactions builds on the Knowing and Learning course, moving from a focus on thinking and learning to a focus on teaching and learning. The course is centered around a close examination of the interplay between teachers, students, and content, and how these types of interactions enable students to develop deep conceptual understanding. The goals for this course are to: Provide students with opportunities to see how theories explored in Knowing and Learning play out in instructional settings by designing and implementing instructional activities informed by their own understanding of what it means to know and learn mathematics and science, and then evaluating the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). It provides students with frameworks for thinking about equity issues in the classroom and larger school settings, make students aware of equity issues in classroom settings and their effects on learning, and provide students with strategies for teaching diverse students equitably.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C]

EHS 327. Problem-Based Instruction. 3 Hours.

Problem-Based Instruction (PBI) is the capstone course in the sequence of teaching methods courses (Knowing and Learning, Classroom Interactions, and PBI) that UABTeach students take prior to Apprentice Teaching. PBI is the course in which a number of the major principles and themes of the UTeach program—integration of mathematics and science content; infusion of technology in representation, analysis, modeling, assessment and contextualization of content; immersion in intensive field-based experiences; and a focus on designing equitable learning environments for diverse students—are synthesized as the students develop an intellectually challenging problem-based instructional unit. When students successfully complete PBI, they are fully prepared for Apprentice Teaching.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C] and EHS 326 [Min Grade: C]

EHS 401. Practices in Secondary Lesson Design. 3 Hours.

This course is designed for students to gain experience planning lessons developed to meet the needs of diverse learners present in schools. Experiences from this course blend with required field-based experiences to develop a coherent view of effective teaching and instructional design in middle and high schools. Teacher candidates are expected to draw upon knowledge and skills to apply concepts such as standards alignment, inquiry, and diversity to design sound lessons.

EHS 425. Apprentice Teaching. 6 Hours.

The purpose of Apprentice Teaching is to offer UABTeach students a culminating experience that provides them with the tools needed for their early career teaching positions. In Apprentice Teaching, students are immersed in the expectations, processes, and rewards of teaching. When making placements, UABTeach master teachers consider each apprentice teacher’s attributes and abilities, as well as the cooperating teacher’s teaching and mentoring styles.
Prerequisites: EHS 327 [Min Grade: C]

EHS 426. Apprentice Teaching Seminar. 1 Hour.

Apprentice teachers sign up for two courses: the one-hour Seminar and the six-hour Apprentice Teaching course. The Apprentice Teaching seminar provides a supportive environment where apprentice teachers share their experiences and work on solutions to difficulties they are experiencing. The seminar is a good forum for students to get the guidance they consistently want on classroom management.
Prerequisites: EH 327 [Min Grade: C]

EHS 430. Practicum. 1 Hour.

Field experience in school-based setting. Admission to Alternative Master's Program required.

EHS 436. Methods I: English Language Arts 6-12. 3 Hours.

In this course, teacher candidates will explore the essentials of teaching English Language Arts in secondary schools, emphasizing planning, instruction, and assessment, alongside field supervision. This course establishes a foundation in content pedagogical skills and a deep connection between ELA research, theory, and practice. Teacher candidates will craft relevant, rigorous, and responsive lesson plans, considering diverse needs, interests, and experiences of students. Because this course is comprehensive, teacher candidates will gain valuable field experience with 40-50+ hours of direct engagement, preparing for the dynamic challenges in English Language Arts instruction. Admission to AMP required.
Prerequisites: TEP 0

EHS 438. Methods I: Social Science 6-12. 3 Hours.

This course examines theory and best teaching practices with disciplinary thinking skills and inquiry-based teaching practices for the secondary social studies classroom. This course places an emphasis on classroom activities and assessments that apply the historical thinking, literacy, and argumentation skills used by historians to analyze historical and contemporary issues and events. Pre-service teachers will apply these best teaching practices into their field placement requirements. Admission to TEP required.

EHS 456. Classroom Management in Secondary Schools. 3 Hours.

This course places an emphasis on exploring strategies to mitigate classroom management issues in the secondary classroom. Additionally, pre-service teachers explore ways to design procedures and develop norms to establish and govern an inclusive and safe secondary classroom.

EHS 466. Methods II: Language Arts 6-12. 3 Hours.

In this course, teacher candidates will explore the essentials of teaching English Language Arts in secondary schools, emphasizing planning, instruction, and assessment, alongside field supervision. This course goes beyond basics, focusing on developing content pedagogical skills and a deep connection between ELA research, theory, and practice. Teacher candidates will hone in on the arts and sciences of instruction and designing effective and equitable assessments that include the diverse needs, interests, and experiences of students. Because this course is comprehensive, students will continue growing in their field experience with 50-60+ hours of direct engagement, preparing for the dynamic challenges in English Language Arts instruction.

EHS 468. Methods II: Social Science 6-12. 3 Hours.

This course explores theory and best teaching practices with disciplinary thinking skills and inquiry-based teaching practices for the secondary social studies classroom. This course places an emphasis on classroom activities and assessments that apply the civic thinking, literacy, and argumentation skills utilized by political scientists to analyze historical and contemporary issues and events. Pre-service teachers will apply these best teaching practices into their field placement requirements.

EHS 489. Internship Seminar in Secondary Education. 1,3 Hour.

Supports and extends efforts of student teaching. Problem solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during internship.

EHS 490. Secondary School Student Teaching I. 3-9 Hours.

Capstone experience involving observation and teaching in secondary schools.

EHS 497. Teaching and Learning in Diverse Classrooms. 3 Hours.

Topics of current interest related to diverse educational spaces.

EHS 499. Field Studies: Select Education Setting. 1-3 Hour.

Field visits to locations of high educational impact.

EMU 402. Methods of Teaching Music N-6. 3 Hours.

Organization of appropriate music concepts and musical experiences for all elementary children; development of methods and skills needed for direct student involvement in musical experiences for each grade level.

EMU 403. Methods of Teaching Music N-6 Lab. 1 Hour.

Public school observation experiences for music education students enrolled in EMU 402.

EMU 404. Methods of Teaching Music in Secondary Education. 3 Hours.

Aims, principles, and philosophies of music; various methods of teaching in secondary schools for both non-performance music classes and instrumental and vocal activities. Laboratory includes direct method application in secondary music classrooms.

EMU 405. Methods of Teaching Music in Secondary Education Lab. 1 Hour.

Public school observation experiences for music education students enrolled in EMU 404.

EMU 490. Internship in Music Education. 6-9 Hours.

Supervised capstone teaching experience in grades P-12 as appropriate to the student's teaching field (general music, instrumental music, or vocal/choral music).

EMU 499. Internship Seminar in Music Education P - 12. 1-3 Hour.

Capstone course for the B.A. in Music Education. Students will demonstrate the skills expected of a professional music educator. This course is a supervised teaching course where the student is expected solve problems in all issues related to classroom management, assessment, and music making. Included in the assessment will be the creation of professional documents, appropriate budgets, and supervised teaching experiences. Prerequisites: Completion of methods courses with no grade below C. Corequisite: EMU 490.